《语言的获得与学习》学期论文.docVIP

《语言的获得与学习》课程 学期论文 题 目：学 院：外国语学院 专 业：英语 班 级：20级姓名：学 号： 二 〇一年 月 1 2 3 4 总分 论点（30%） 论据（30%） 论证（20%） 结构（20%） 100% 说明自己研究内容的发展历史，前人的主要研究成果，存在的问题及发展趋势等；综述中有自己的观点和见解，能够发现问题、提出问题，并指出分析、解决问题的可能途径 系统地查阅与自己的研究方向有关的国内外文献，通常阅读文献不少于10篇/本 资料运用恰当、合理；条理清晰，文字通顺简练 应包括引言、本论、总结、参考文献等五个方面内容；字数在1500左右；符合学术论文写作格式 The Effect of Input, Interaction and Instruction on the Rate of SLA Having considered the key issues in SLA research, I shall conclude this paper by outlining a framework for investigating SLA. This serves to draw together the various components considered in discussion of the key factors , these are input , interaction, and instruction . Each of the factors is considered briefly below,together with some ideas of mine. The effect of input Krashen’s comprehensible input hypothesis implies that there is a cause-and-effect relationship between input and SLA. Chomsky has point out that in many instances there was no match between the kind of language to be observed in the input and converting it into a form that the learner could store and handle in production. Chomsky’s mentalist view of language learning emphasized what he called the learner’s “language acquisition device” and played down the role of the linguistic environment. In language learning, input is the language data which the learner is exposed to. It is commonly acknowledged that for second language acquisition to take place there must be two prerequisites: L2 input available to the learners and a set of internal mechanism to account for how L2 data are processed (Ellis, 1985). Towards the issue of input there are generally three views: behaviorist, mentalist and interactionist view, each holding a different emphasis in explaining SLA. A behaviorist view treats language learning as environmentally determined, controlled from outside by the learners are exposed to and the reinforcement they receive. In contrast, mentalist theories emphasize the importance of